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Cao, Yiqian (Katherine). "Exploring dynamism in willingness to communicate." Australian Review of Applied Linguistics 36, no. 2 (January 1, 2013): 160–76. http://dx.doi.org/10.1075/aral.36.2.03cao.
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This paper examines dynamism in students’ situational willingness to communicate (WTC) within a second language classroom. This longitudinal study involved twelve English as a Second Language (ESL) participants who enrolled in an English for Academic Purposes (EAP) programme in New Zealand for five months. Based on data from classroom observations, stimulated-recall interviews and reflective journals, the in-depth analysis of a case study reveals that learners’ situational WTC in second language (L2) classes could fluctuate and dynamically change over time. This involved a process where situational WTC was jointly affected by learners’ cognitive condition and linguistic factors, together with classroom environmental factors. The in-depth qualitative analysis of a single case in individual lessons allowed us to see the dynamic nature of WTC.
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Anderson, Annie S., David N. Cox, Susan McKellar, Joanna Reynolds, M. E. J. Lean, and David J. Mela. "Take Five, a nutrition education intervention to increase fruit and vegetable intakes: impact on attitudes towards dietary change." British Journal of Nutrition 80, no. 2 (February 1998): 133–40. http://dx.doi.org/10.1017/s0007114598001032.
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To assess the response of low consumers of fruit and vegetables to a nutrition education intervention programme, data were collected from 104 adults on attitudinal variables related to ‘eating more fruit, vegetables and vegetable dishes’. Questionnaires (based on the theory of planned behaviour) assessing perceived barriers to increasing fruit and vegetable consumption were administered before an action-orientated intervention programme and at the end of the intervention period (8 weeks). Questionnaire scores for belief-evaluations in the intervention groups pre- and post-study indicated that support of family and friends, food costs, time constraints and shopping practicalities (in order to increase intake of fruit, vegetable and vegetable dishes) were barriers to greater consumption of these foodstuffs. Perceived situational barriers to increasing intakes of fruits and vegetables were: limited availability of vegetables, salads and fruit at work canteens, take-aways, friends' houses and at work generally. Following the intervention the number of visits to the shops was perceived as a greater barrier for increasing intakes of fruit and vegetables. Perceived practical opportunities for increasing intakes highlighted drinking fruit juice, taking fruit as a dessert, having fruit as a between-meal snack and eating two portions of vegetables with a meal. About two-thirds of intervention subjects achieved the recommended fruit and vegetable target, but it is concluded that practical issues and situational barriers need to be addressed for the success of future public health campaigns.
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Mackenzie, Lee. "Evaluation of an English language peer tutoring intervention." International Journal of Educational Management 34, no. 5 (December 23, 2019): 869–80. http://dx.doi.org/10.1108/ijem-04-2019-0129.
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PurposeDesertion rates in Colombian universities remain unacceptably high. In the field of foreign languages, academic failure is particularly concerning since English language instruction is compulsory in most universities. To address the issue of poor student performance and high dropout rates, the University of Colombia has set up a peer tutoring scheme (PTS) for English as a foreign language (EFL) students in order to inform programme development. The paper aims to discuss this issue.Design/methodology/approachThe study was informed by realist evaluation principles. Qualitative in-depth interviews were conducted with eight PTS stakeholders supplemented by documentary analysis of the programme’s publicity material on the PTS website. The data were analysed using thematic analysis.FindingsFindings reveal discrepancies between the “espoused theory” about how the programme operates and the “theory-in-use”. In particular, according to stakeholders, the programme does not appear to be used by many of those EFL students who would benefit from it, which suggests that the programme is not as effective as it could be. Student and teacher contextual factors and mechanisms may explain the reasons for issues with programme effectiveness.Research limitations/implicationsFormative evaluations such as the current study can provide rich contextual information, but cannot be generalised to other settings. Also, this study does not explore the perspective of peer tutors and tutees, which means key variables may have been overlooked. Further research into the perspectives of tutors and tutees would therefore be needed to firm up these conclusions.Practical implicationsDue to the scarcity of literature into EFL peer tutoring interventions in higher education (HE), it is hoped that these findings will have relevance for similar contexts. The current evaluation highlights the influence of contextual factors such as willingness to ask for help, student motivation, student priorities, tutor credibility, teacher workload, timetabling and scheduling issues and involvement from teachers on the success of open-access peer tutoring programmes for EFL students in higher educational settings.Originality/valueAs far the researcher is aware, this is the first evaluation of an EFL peer tutoring programme in a private HE context in Colombia, and one of only a handful of studies into EFL peer tutoring programmes. The findings therefore have implications for those working in similar contexts.
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Huntley, R. M. C., K. S. Holt, A. Butterfill, and Clare Latham. "A follow-up study of a language intervention programme." International Journal of Language & Communication Disorders 23, no. 2 (January 1988): 127–40. http://dx.doi.org/10.3109/13682828809019882.
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Lousada, Marisa, Margarida Ramalho, and Carolina Marques. "Effectiveness of the Language Intervention Programme for Preschool Children." Folia Phoniatrica et Logopaedica 68, no. 2 (2016): 80–85. http://dx.doi.org/10.1159/000448684.
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Cook, Frances, and Lena Rustin. "Commentary on the lidcombe programme of early stuttering intervention." International Journal of Language & Communication Disorders 32, no. 2 (January 1997): 250–58. http://dx.doi.org/10.3109/13682829709020406.
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Boakye, Naomi Adjoa Nana Yeboah, and Magdaline Mbong. "A Needs Analysis for a Discipline-Specific Reading Intervention." English Language Teaching 9, no. 3 (February 21, 2016): 235. http://dx.doi.org/10.5539/elt.v9n3p235.
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<p class="Normal1">This paper reports on a needs analysis that sought to explore students’ reading challenges as an initial step in designing an appropriate reading intervention programme for first-year Sociology students. The aim of the paper is to suggest conditions for the production of an effective reading intervention programme by determining the needs of the students in the first-year Sociology class. A survey using an open-ended questionnaire was used to explore students’ reading challenges. The responses were analysed using content analysis. The analysis showed a variety of learner needs and revealed that most of the students have difficulty in reading their first-year Sociology texts. Comprehension was the main challenge, but other specific areas such as vocabulary, length of texts, language, and affective issues such as motivation and interest were also mentioned. The findings show that this cohort of first-year Sociology students had reading challenges that involve cognitive, language and affective issues. Based on the results of the needs analysis an intervention programme that addresses cognitive, language and affective issues is recommended for this cohort of students.</p>
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Nevo, Einat, and Vered Vaknin-Nusbaum. "Enhancing language and print-concept skills by using interactive storybook reading in kindergarten." Journal of Early Childhood Literacy 18, no. 4 (February 28, 2017): 545–69. http://dx.doi.org/10.1177/1468798417694482.
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The effectiveness of a short interactive storybook-reading intervention programme delivered by a kindergarten teacher to develop language and print-concept skills was examined in 30 Hebrew-speaking kindergarten children exhibiting different levels of emergent literacy skills. Post-intervention, the intervention group showed a clear advantage over a control group on most measures, including vocabulary, morphology, phonological awareness and print concepts. Pre-test motivation to read was predictive of post-test performance in these same language and print-concept skills. The study suggests that a short intervention programme, using stories and embedded activities, can enhance language and print concepts in kindergarten children; and that motivation to read is equally important in the development of their language and literacy abilities.
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Onslow, Mark, Sue O'Brian, and Elisabeth Harrison. "The Lidcombe Programme of early stuttering intervention: Methods and issues." International Journal of Language & Communication Disorders 32, no. 2 (January 1997): 231–50. http://dx.doi.org/10.3109/13682829709020405.
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Placencia, María Elena, and Catalina Fuentes Rodríguez. "In between spectacle and political correctness." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 23, no. 1 (March 1, 2013): 117–45. http://dx.doi.org/10.1075/prag.23.1.06pla.
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Vamos con todo is a mixed-genre entertainment programme transmitted in Ecuador on a national television channel. The segment of the programme that we examine in this paper focuses on gossip and events surrounding local/national celebrities. Talk as entertainment is central to this segment which is structured around a series of ‘news’ stories announced by the presenters and mostly conveyed through (pre-recorded) interviews. Extracts of these interviews are ingeniously presented to create a sense of confrontation between the celebrities concerned. Each news story is then followed-up by informal ‘discussions’ among the show’s 5-6 presenters who take on the role of panellists. While Vamos con todo incorporates various genres, the running thread throughout the programme is the creation of scandal and the instigation of confrontation. What is of particular interest, however, is that no sooner the scandalous stories are presented, the programme presenters attempt to defuse the scandal and controversy that they contributed to creating. The programme thus results in what viewers familiar with the genre of confrontational talk shows in Spain, for example, may regard as an emasculated equivalent. In this paper we explore linguistic and other mechanisms through which confrontation and scandal are first created and then defused in Vamos con todo. We consider the situational, cultural and socio-political context of the programme as possibly playing a part in this disjointedness. The study draws on the literature on television discourse, talk shows and (im)politeness in the media.
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Hess, Lucille J., Marsha Wagner, Barbara DeWald, and Pat Conn. "Conversation skill intervention programme for adolescents with learning disabilities." Child Language Teaching and Therapy 9, no. 1 (February 1993): 13–31. http://dx.doi.org/10.1177/026565909300900102.
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van Tuijl, Cathy, Paul P. M. Leseman, and Jan Rispens. "Efficacy of an intensive home-based educational intervention programme for 4- to 6-year-old ethnic minority children in the Netherlands." International Journal of Behavioral Development 25, no. 2 (March 2001): 148–59. http://dx.doi.org/10.1080/01650250042000159.
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This paper reports the results of an intensive home-based educational intervention programme for 4- to 6-year-old children at risk of educational failure. The programme, Opstap Opnieuw (“Step-up Anew”), was developed in the Netherlands as an alternative to the well-known HIPPY-programme, of which a Dutch version was carried out in the early 1990s for ethnic minority groups, without apparent success. Building on the basic intervention strategy of HIPPY (i.e., involving mothers and paraprofessional aides), a new curriculum was developed based on recent theoretical insights in cognitive and language development, and emergent literacy and numeracy. The programme was carried out with Turkish and Moroccan immigrant families. For the Turkish group, the results were partly positive: There were modest effects of the programme on cognitive development and emergent numeracy, small effects on Turkish language development, but no effects on Dutch language development. In contrast, for the Moroccan group the effects were disappointing. The results are evaluated with respect to recent insights into effective strategies and essential ingredients of early educational intervention programmes.
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Clegg, Judy, Carla Rohde, Henrietta McLachlan, Liz Elks, and Alex Hall. "Evaluating the Elklan Talking Matters Programme: Exploring the impact of a training programme for early years professionals on pre-school children’s language development." Child Language Teaching and Therapy 36, no. 2 (June 2020): 108–25. http://dx.doi.org/10.1177/0265659020929547.
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Training early years practitioners to facilitate the language development of young children is a widely used intervention. Evidence to support the effectiveness of training in terms of the impact of children’s language development is limited. The Elklan Talking Matters programme is an accredited training programme for early years practitioners. Practitioners train to be Lead Communication Practitioners (LCPs) who cascade training across early years settings or Key Communication Practitioners (KCPs) who are embedded into these settings. The aim of this study was to identify if the Talking Matters Programme is effective in facilitating the language development of pre-school children. One hundred and twenty-six children from 13 early years settings were recruited (mean age 27.81 months; SD 4.90). Thirteen settings participated in the Talking Matters Programme (five LCP+KCP settings, four LCP settings and four control settings). At time 1, prior to practitioners participating in the programme, children completed the Pre-School Language Scales 5th Edition (PLS-5), a standardized assessment of receptive and expressive language. At time 1, 126 children completed the baseline assessment ( n = 43 in the LCP+KCP settings, n = 43 in the LCP settings and n = 40 in the control settings). Children then completed the post intervention (time 2) assessment approximately six months later. Children in the intervention groups (LCP+KCP settings and LCP settings) made more progress in their language development from time 1 to time 2 compared to the control. The children in the LCP+KCP settings made more gains than the children in the LCP settings. A significant main effect of groups and time was found but not an interaction of group scores with time, meaning the increases in scores were not statistically significant between the intervention and control groups. The study provides tentative evidence that the Talking Matters programme has a positive impact on pre-school children’s language development.
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Shahmahmood Toktam, Maleki, Soleymani Zahra, Meysami AliPasha, Mashhadi Ali, and Nematzadeh Shahin. "Cognitive and language intervention in primary language impairment: Studying the effectiveness of working memory training and direct language intervention on expansion of grammar and working memory capacities." Child Language Teaching and Therapy 34, no. 3 (August 16, 2018): 235–68. http://dx.doi.org/10.1177/0265659018793696.
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Deficits in working memory (WM) have been reported repeatedly in children with primary language impairment (PLI) and may significantly contribute to the language difficulties that are experienced by these children. However, interventional studies within the field regarding the cross-domain effects between working memory and language are limited, and their results are contradictory. Therefore, the first aim of this study was to explore whether WM training can improve the WM skills of these children and whether the effects of training could be transferred to language, specifically to grammatical skills. The second aim of this study was to investigate the near and far transfer effects of direct language intervention on grammar and WM, respectively, as this is the most (and sometimes the only) considered treatment programme for children with PLI. Using a single-subject experimental design, ten 6–8-year-old children with PLI received WM training and language intervention, respectively, in two consecutive phases of study. The treatment gains on targeted areas and generalization to the other domain were tracked by repeated measurements of some WM and language tasks and were completed by a set of pre- and post-intervention measures. Regarding the results, it appears that if sufficient time is spent on WM training, WM-related skills improve and the effects also transferred to morpho-syntactic language skills. However, a cross-domain effect in the reverse direction is questionable. Though the language intervention programme resulted in good gains in grammatical skills, it did not improve participant performance in WM tasks, with the exception of non-word repetition (NWR). The observed participant gains in non-word repetition were likely due to the improvement in higher-level linguistic processing, rather than the actual enhancement of WM skills.
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DENİZ, Kemalettin, and Yunus Emre ÇEKİCİ. "LANGUAGE FUNCTIONS ON TEACHING TURKISH AS A FOREIGN LANGUAGE." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 1 (April 15, 2021): 01–26. http://dx.doi.org/10.46291/zfwt/130101.
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Language functions can be defined as humane purpose of language usage and the act occurring from language usage. Teaching a foreign language that aims to prepare the students to form communication in the target language focuses on language functions from 1970s to today. Language funtions that was specifically developed in the scope of teaching English as a foreign language have formed a basis for Common European Framework of Reference for Languages. In the Common European Framework of Reference for Languages, it is stated that language functions that are based on real life communicational situations ought to be taught but rather predetermined language structures. Accordingly, an education based on language functions has been adopted in the programmes reformed on teaching Turkish as a foreign language. However, there is no language functions framework that can be used as a source for teaching Turkish as a foreign language, is developed by scientific methods and includes the structure, usage and cultural elements. The purpose of this study is to develop a programme on teaching Turkish as a foreign language, to prepare course material and to prepare a language functions framework that suits cultural elements, structure, functioning and usage of Turkish in order to be used in the assessment and evaluation studies. Literature review and document analysis methods has been used nn the qualitative model and situational patterned study. Subsequent to literature review, oral and written document analysis and expert consultation, “Language Functions Framework for Teaching Turkish As a Foreign Language” has been formed. In the scope of “information inquiry and explanation”, “attides/emotions inquiry and explanation”, “persuasion”, “socialization”, “prevention and retrieval of communication errors” and “structuring the discourse” functions, 46 functions and142 subfunctions has been determined. Keywords: Language functions, teaching functional language, teaching Turkish as a foreign language, Common European Famework of Reference for Languages (CEFR), Language Policy Programme Education Policy Division Education Department Council of Europe.
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Kane, Frances, Lynda Kennedy, Christina Sevdali, Raffaella Folli, and Catrin Rhys. "Language made fun: supporting EAL students in primary education." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 113–25. http://dx.doi.org/10.35903/teanga.v10i0.73.
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Acquisition of English language skills is vital for the successful integration of children into English-medium Education. Newcomer children who are not proficient in the language of instruction may be left vulnerable to exclusion in the classroom and long-term educational failure (McEachron 1998, Paradis 2005). Targeted linguistic support can increase access to education by prioritizing the development of core linguistic skills such as vocabulary and grammar. ‘Language Made Fun’, is a joint Ulster University-Barnardos initiative that was developed to investigate English vocabulary and grammar development in a group of newcomer children from various language backgrounds. To address the needs of these children, we developed an individually tailored language intervention programme to facilitate English language development as part of a wider Barnardos family support programme for newcomer pupils and their families. Trained undergraduate student volunteers from both Linguistics and Speech and Language Therapy delivered the interventions for the children. We used formal and informal assessment tools to measure language progress. Main positive outcomes included improvements in receptive vocabulary, morphology, receptive and expressive syntax including an increase in sentence length and complexity. These findings indicate the potential value of an intervention programme such as 'Language made fun', which could be implemented more widely in educational contexts to help support newcomer pupils and their families and teachers.
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Bergeron, Dave A., Lise R. Talbot, and Isabelle Gaboury. "Context and the mechanisms in intersectoral school-based health promotion interventions: A critical interpretative synthesis." Health Education Journal 78, no. 7 (March 5, 2019): 713–27. http://dx.doi.org/10.1177/0017896919833422.
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Introduction: School-based health promotion interventions (SHPI) have been introduced extensively over the last decades, but their implementation and evaluation still present challenges. Among these, the complexity of the environments in which SHPI are implemented, and intersectoral collaboration to promote more sustainable change, must be better addressed within evaluation processes. Objectives: The objectives of this study were to (1) identify pertinent scientific literature on the implementation processes for intersectoral SHPI and (2) develop a programme theory that maps potential elements of context and underlying mechanisms that may influence intersectoral SHPI. Method: A critical interpretative synthesis was performed of elements of context and underlying situational and transformational mechanisms. These were identified based on the scientific literature published between 1997 and 2017 addressing intersectoral SHPI. Results: Six potential elements of context, seven potential situational mechanisms and seven potential transformational mechanisms that can explain SHPI outcomes were identified from 28 articles. The results were integrated into a framework to pinpoint elements that facilitate or impede intersectoral SHPI implementation. Conclusion: The results of this synthesis support a more comprehensive approach to evaluating SHPI, and improved consideration of intersectoral collaboration and the complexity associated with this type of intervention.
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Gur, Kamer, Saime Erol, Hasibe Kadioglu, Ayse Ergun, and Rukiye Boluktas. "The impact on adolescents of a Transtheoretical Model-based programme on fruit and vegetable consumption." Public Health Nutrition 22, no. 13 (June 7, 2019): 2500–2508. http://dx.doi.org/10.1017/s136898001900137x.
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AbstractObjective:The present study aimed to evaluate the impact of a Transtheoretical Model-based programme titled ‘Fruit & Vegetable-Friendly’ on the fruit and vegetable (F&V) consumption of adolescents.Design:A quasi-experimental study. The ‘Fruit & Vegetable-Friendly’, a multicomponent intervention based on the Transtheoretical Model, was completed in eight weeks. The data were collected one week before the intervention, one week after the completion of the intervention and six months after the post-test with an F&V intake questionnaire and the stages of change, processes of change (α = 0·91), situational self-efficacy (α = 0·91) and decisional balance (α = 0·90 for pros, α = 0·87 for cons) scales. Data were analysed with the Friedman, Wilcoxon and marginal homogeneity tests.Setting:A public secondary school in Istanbul, Turkey.Participants:Seven hundred and two adolescents.Results:The mean (sd) F&V intake of adolescents in the passive stages rose from the daily average at the time of the pre-test of 3·40 (1·79) portions to 5·45 (2·54) portions on the post-test and to 5·75 (2·70) portions on the follow-up test (P < 0·01). While the students in the passive stages represented 41·6 % of the participants prior to the programme, this rate fell to 23·7 % at the post-test and to 22·7 % at the follow-up. Students in the active stages first represented 58·5 % of the participants; this rate rose to 76·4 % at the post-test and to 77·2 % at the follow-up test.Conclusions:The programme was effective in increasing the amount of F&V the adolescents consumed on a daily basis.
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Phyllis Bonelli, Maria Dixon, Nan B. "Child and parent speech and language following the Lidcombe Programme of early stuttering intervention." Clinical Linguistics & Phonetics 14, no. 6 (January 2000): 427–46. http://dx.doi.org/10.1080/026992000415868.
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Gitsaki, Christina, Matthew A. Robby, and Ahmad Bourini. "Preparing Emirati students to meet the English language requirements for higher education: a pilot study." Education, Business and Society: Contemporary Middle Eastern Issues 7, no. 2/3 (August 26, 2014): 167–84. http://dx.doi.org/10.1108/ebs-10-2013-0037.
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Purpose – The purpose of this paper is to report on an applied research project that was conceived in response to the low number of Emirati high school graduates entering directly into undergraduate programmes in higher education institutions mainly due to lack of adequate academic English proficiency. Performing well in international standardised testing such as the International English Language Testing System (IELTS) is of primary importance in preparing non-English speaking learners for higher education delivered through the medium of English. Design/methodology/approach – Three hundred ninety-one secondary education Emirati students were involved in an intervention study. The study was cross-sectional, and it used a pre/post-design to measure change and impact on the students’ IELTS scores with comparisons between different experimental groups by gender, region and overall. Additional attitudinal data were collected using a survey with students, teachers and principals involved in the intervention programme. Findings – Results showed a statistically significant and educationally meaningful pre/post-improvement for the students who attended the IELTS preparation programme and a positive attitude towards the intervention programme. Research limitations/implications – A limitation of the study is that it used a quasi-experimental design with some threats to the validity of the design, so some caution is suggested in drawing conclusions which are too strong. Originality/value – This project is the first of its kind in the United Arab Emirated as it endeavoured to raise secondary education Emirati students’ awareness of the knowledge and skills involved in succeeding in the IELTS exam and provided evidence of the kind of programme that could have a positive impact on student learning.
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Kemp, Joy, Elizabeth M. Bannon, Mercy Muwema Mwanja, and Deusdedit Tebuseeke. "Developing a national standard for midwifery mentorship in Uganda." International Journal of Health Governance 23, no. 1 (March 5, 2018): 81–94. http://dx.doi.org/10.1108/ijhg-09-2017-0051.
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Purpose The purpose of this paper is to describe the development of a national standard for midwifery mentorship in Uganda, part of a wider project which aimed to develop a model of mentorship for Ugandan midwifery using the principles of action research. It aims to stimulate debate about strengthening the capacity of a health regulatory body, midwifery twinning partnerships and the use of international health volunteer placements. Design/methodology/approach Model of mentorship for Ugandan midwifery was a 20-month project implemented by the Royal College of Midwives UK and the Uganda Private Midwives Association. Following a situational analysis, the project was structured around three action reflection cycles, participatory workshops, individual twinning relationships between UK and Ugandan midwives and peer exchange visits. The capacity of the Ugandan Nurses and Midwives Council (UNMC) to develop a standard for midwifery mentorship was assessed. A capacity building programme was then designed and implemented to develop the standard for midwifery mentorship. Findings The capacity of UNMC was increased and the standard was developed though has yet to be validated and adopted. However, this intervention may not be replicable as a stand-alone intervention because its success was inextricably linked to the wider programme activities and support structures. Originality/value This is the first paper describing midwifery twinning to strengthen the capacity of a regulatory body to develop practice standards.
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Carvalho, Ana Emilia Vita, Maria Beatriz Martins Linhares, Flávia Helena Pereira Padovani, and Francisco Eulógio Martinez. "Anxiety and Depression in Mothers of Preterm Infants and Psychological Intervention During Hospitalization in Neonatal ICU." Spanish journal of psychology 12, no. 1 (May 2009): 161–70. http://dx.doi.org/10.1017/s1138741600001578.
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The objective of this study was to evaluate and compare symptoms of anxiety and depression before and after psychological intervention in mothers of babies born preterm with very low birth weight, hospitalized in the Neonatal Intensive Care Unit. Fifty nine mothers, without psychiatric antecedents, were distributed into two groups according to the type of psychological intervention received. Group G1 included 36 mothers who received routine psychological treatment associated with initial structured intake using support materials (video and guidance manual). Group G2 included 23 mothers who received routine psychological intervention without support material. The STAI and BDI, respectively, were used to evaluate maternal indicators of anxiety and depression. The results revealed that both groups showed a reduction in levels of state or trait anxiety and depression after psychological intervention and discharge of the baby from the hospital. In regard to the emotional symptoms at a clinical level, a statistically significant reduction in the level of state-anxiety was verified in G1. The findings confirmed the need for psychological support for mothers of preterm infants and the use of materials focusing on «prematurity» for reduction of the situational anxiety on a clinical level.
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Singh, Manjet Kaur Mehar, Fatin Najwa Amelia Marsani, Paramaswari Jaganathan, and Ahmad Sofwan Nathan Abdullah. "An Intercultural Reading Programme (IRP) to Enhance Intercultural Knowledge among Secondary School Students." English Language Teaching 10, no. 1 (December 8, 2016): 26. http://dx.doi.org/10.5539/elt.v10n1p26.
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As a multi ethnic country, Malaysia consists of three major ethnic groups mainly Malays, Chinese, and Indians with unity as its building block. Although education is seen as the best medium for the three major ethnic groups to work together, contemporary research shows that there is lack of intercultural understanding among these three ethnic groups. Therefore, this study focused on a classroom intervention to investigate how Malaysian based English literature can be utilized to promote intercultural understanding among Form Four secondary school students via reading. This qualitative research design study collected data through focus group interviews and journal entry. This research explored intercultural knowledge among Form Four students through the Intercultural Reading Program (IRP). Findings indicate that the IRP intervention improved Form Four students’ level of intercultural knowledge. This research puts forward suggestions to the Ministry of Education such as integrating IRP in its secondary schools’ English Literature curriculum.
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Gadušová, Zdenka, Martina Pavlíková, and Romana Havettová. "Intervention in teaching reading in a foreign language:." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 297–313. http://dx.doi.org/10.15503/jecs2021.1.297.313.
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Aim. The paper presents partial results of research aimed at the development of foreign language reading comprehension using the specially developed intervention programme. Concept. The English Reading Comprehension Intervention Program has been developed within the research project Support for reading literacy in the mother tongue and foreign language. It consists of 10 intervention units and is based on 10 identified predictors, the conscious development of which contributes to students’ success in reading comprehension. Methodology. Assumptions presented in the paper are based on the cognitive theory of learning, identifying which cognitive processes precede the predictors with the greatest share of influence, and which higher cognitive processes follow them. Based on these scientific hypotheses and research results, we have determined the predictors positively influencing reading comprehension and worth intervening in the process of development of reading comprehension.Results and conclusions. In the paper, the English Reading Comprehension Intervention Program for B1 level of language proficiency is introduced, with both the content and methodology of its class application described. The predictors of divergent thinking and ambiguity tolerance are discussed in detail as the presented example of the intervention unit is focused on their development. Originality. While intervention programmes are not a new phenomenon, the recently developed reading comprehension intervention programmes for foreign languages are a valuable contribution to teaching foreign language reading comprehension in primary and secondary schools. They provide foreign language teachers with ready-made materials, which can be immediately used in their classes and will contribute to better learning results of their students.
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Reeves, Louisa, Mary Hartshorne, Rachael Black, Jill Atkinson, Amanda Baxter, and Tim Pring. "Early talk boost: A targeted intervention for three year old children with delayed language development." Child Language Teaching and Therapy 34, no. 1 (February 2018): 53–62. http://dx.doi.org/10.1177/0265659018755526.
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Pre-school education has been greatly expanded in the United Kingdom in the last two decades and further expansion is planned. Its provision allows parents to take up employment thus increasing family incomes and it is expected to narrow the gap between socially disadvantaged children and their peers. The latter is important as studies have shown that many children start school with poor language skills which threaten their attainment. Studies of the effects of pre-school education on the progress of disadvantaged children have shown inconsistent results and nurseries have been criticised by Ofsted for failing to prepare children for school entry. Nurseries and their staff have been found to vary in quality and in the level of qualifications they have. The provision of evidence based programmes which nursery staff may be trained to use may represent one means of improving their ability and improving the outcomes for pre-school children. We report an effectiveness study of Early Talk Boost a programme for use by nursery staff to improve language skills in three year olds. Nurseries were randomly assigned to use the programme or to act as waiting controls (who received the intervention in the following term). Children were assessed before and three months later after the completion of the programme. The progress of treated and control children differed significantly. Age equivalent scores showed treated children had gained 4.93 months, control children had gained only 2.33 months. We conclude that Early Talk Boost can be effective in advancing the language skills of socially disadvantaged children and improve their school readiness.
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Boakye, Naomi A. N. Y. "Exploring Students’ Reading Profiles to Guide a Reading Intervention Programme." English Language Teaching 10, no. 7 (June 11, 2017): 158. http://dx.doi.org/10.5539/elt.v10n7p158.
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There have been a number of studies on reading interventions to improve students’ reading proficiency, yet the majority of these interventions are undertaken with the assumption that students’ reading challenges are obvious and generic in nature. The interventions do not take into consideration the diversity in students’ reading backgrounds and the specific nature of the challenges. Thus interventions may not address students’ specific reading needs. This paper reports on a study that explored students’ reading profiles as a needs analysis for an intervention programme to improve the reading proficiency of first-year Sociology students. The aim was to investigate the students’ reading backgrounds to determine their specific reading needs. A Likert scale questionnaire with an open-ended section was used to explore the students’ reading profiles. The Likert scale questions were analysed quantitatively, while the open-ended questions were analysed qualitatively. In addition, a regression analysis was conducted to determine the correlation between students’ use of strategies and their self-efficacy levels. The findings show that a number of students have little reading experience, use inappropriate reading strategies, and have low self-efficacy and poor reading habits. In addition, students identified comprehension, language, vocabulary, length and density of Sociology texts as factors compounding their reading challenges. This paper discusses the implications of these findings in designing an appropriate reading intervention programme for this cohort.
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Celani, Maria Antonieta Alba, and Heloisa Collins. "Critical thinking in reflective sessions and in online interactions." AILA Review 18 (December 31, 2005): 41–57. http://dx.doi.org/10.1075/aila.18.05cel.
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This paper focuses on online educational sessions of a continuing teacher education programme. The aim of this programme is to give a contribution to the continuing education of teachers of English as critical professionals, aware of discursive classroom practices, able to analyze them in the light of objectives to be reached and knowledge to be constructed. The paper gives a detailed account of how teachers deal with central issues in face to face reflective sessions and online interactive discussions and shows the results of a pilot intervention aiming at helping teachers develop more reflective and critical perspectives.
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S.-Y. Ng, Christine, Stephanie F. Stokes, and Mary Alt. "Successful Implicit Vocabulary Intervention for Three Cantonese-Speaking Toddlers: A Replicated Single-Case Design." Journal of Speech, Language, and Hearing Research 63, no. 12 (December 14, 2020): 4148–61. http://dx.doi.org/10.1044/2020_jslhr-20-00087.
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Purpose We report on a replicated single-case design study that measured the feasibility of an expressive vocabulary intervention for three Cantonese-speaking toddlers with small expressive lexicons relative to their age. The aim was to assess the cross-cultural and cross-linguistic feasibility of an intervention method developed for English-speaking children. Method A nonconcurrent multiple-baseline design was used with four baseline data points and 16 intervention sessions per participant. The intervention design incorporated implicit learning principles, high treatment dosage, and control of the phonological neighborhood density of the stimuli. The children (24–39 months) attended 7–9 weeks of twice weekly input-based treatment in which no explicit verbal production was required from the child. Each target word was provided as input a minimum of 64 times in at least two intervention sessions. Treatment feasibility was measured by comparison of how many of the target and control words the child produced across the intervention period, and parent-reported expressive vocabulary checklists were completed for comparison of pre- and postintervention child spoken vocabulary size. An omnibus effect size for the treatment effect of the number of target and control words produced across time was calculated using Kendall's Tau. Results There was a significant treatment effect for target words learned in intervention relative to baselines, and all children produced significantly more target than control words across the intervention period. The effect of phonological neighborhood density on expressive word production could not be evaluated because two of the three children learned all target words. Conclusion The results provide cross-cultural evidence of the feasibility of a model of intervention that incorporated a high-dosage, cross-situational statistical learning paradigm to teach spoken word production to children with small expressive lexicons.
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Draper, CE, L. De Kock, AT Grimsrud, M. Rudolph, S. Nemutandani, T. Kolbe-Alexander, and EV Lambert. "Evaluation of a school-based physical activity intervention in Alexandra Township." South African Journal of Sports Medicine 22, no. 1 (March 30, 2010): 12. http://dx.doi.org/10.17159/2078-516x/2010/v22i1a320.
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Objectives. Non-communicable diseases and limited participation in school physical education have become increasing concerns in South Africa. In response to these concerns, a schoolbased physical activity intervention, Healthnutz, was implemented in three primary schools in Alexandra Township, Johannesburg. Evaluation of Healthnutz included assessing its feasibility and acceptability, and short-term changes in learners’ physical fitness, knowledge and attitudes. Methods. To assess feasibility and acceptability, a situational analysis and focus groups with teachers and programme monitors were conducted. Pre-post fitness testing (3-month interval) was conducted with learners, and a questionnaire assessed changes in learners’ knowledge, attitudes, self-efficacy, and perceived barriers to physical activity, in control and intervention schools. Results. At implementation, teachers identified the need for more physical activity in the school environment and were positive about Healthnutz. Follow-up focus group discussions suggested that it was positively impacting teachers, learners and the school in general. Scores for sit and reach (p<0.001), sit ups (p<0.02) and shuttle run (p<0.0001) improved significantly in intervention but not control schools. A significant decrease was observed in learners’ perceived external barriers to physical activity (p<0.0001) along with a positive change in learners’ self-efficacy for physical activity (p<0.05). Conclusions. Healthnutz raised awareness of the importance of physical activity in intervention schools. Findings indicate that even limited exposure to a physical activity intervention can lead to a significant improvement in aspects of learners’ fitness, knowledge, attitudes and perceptions regarding physical activity. Furthermore, training and support of teachers needs to be nonjudgemental and empowering.
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Roulette, Jennifer W., Laura G. Hill, Marcelo Diversi, and Renee Overath. "Cultural adaptations of the Strengthening Families Programme 10-14 in the US Pacific Northwest: A qualitative evaluation." Health Education Journal 76, no. 2 (July 28, 2016): 169–81. http://dx.doi.org/10.1177/0017896916654726.
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Objective: Most reports of adaptations to evidence-based prevention programmes for delivery to specific cultural groups describe formal adaptation procedures. In this paper, we report on how practitioners identify and manage issues of perceived cultural mismatch when delivering a scripted, evidence-based intervention. Design: We used grounded systems theory methodology to plan, conduct and interpret facilitator narratives. Method: Interviews and focus groups with 16 facilitators who delivered the Strengthening Families Programme 10-14, a widely disseminated intervention targeting families with young adolescents, to Latino and American Indian families in the Pacific Northwest region of the USA. Setting: Interviews and focus groups were conducted at programme facilitators’ worksites or other location of their choice. Results: Facilitators described important cultural adaptations related to programme format and timing, family composition and dynamics, acculturation challenges and language. Nearly all adaptations reported were consistent with the programme’s stated goals and were designed to retain families or clarify programme concepts. Conclusion: We recommend training practitioners in the importance and understanding of programme logic models and in culturally sensitive approaches to programme adaptation, including an awareness of differences between assimilation and acculturation.
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Reeves, Louisa, Jenny Freed, Jonathan Wright, Elizabeth Wood, Rachael Black, Mary Hartshorne, and Catherine Adams. "Feasibility and evaluation of Talk Boost KS2: A school-based programme for oral language skills in children with low-average communication skills in Key Stage 2." Child Language Teaching and Therapy 35, no. 3 (September 16, 2019): 221–40. http://dx.doi.org/10.1177/0265659019874851.
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Oral language skills in childhood are known to predict literacy levels and academic performance. Identification of children’s low-average oral language skills in school is challenging when clear criteria for developmental language disorder are not met. There are few studies of targeted, school-based oral language interventions for the older child. This study aimed to investigate the feasibility of implementing and evaluating a manualized language intervention (Talk Boost KS2) for children aged between 7 and 9 years who were identified as having low-average oral language skills, as delivered by trained teaching assistants in mainstream schools. Twenty-one UK mainstream primary schools each selected eight Year 3 (7–8-year-olds) and Year 4 (8–9-year-olds) children with low-average oral language skills. School staff received training in a new manualized intervention, Talk Boost KS2. Schools were allocated to an Active Intervention (AI) or a Waiting Control condition (WC) condition. The final sample consisted of 162 children of which 87 were allocated to the AI condition and 75 to the WC condition. Progress in favour of the intervention was found on teacher ratings of speech, language and communication needs and on a Learning Behaviours Checklist but not on standardized language or reading comprehension tests. Parents of AI children reported improvements in communication and language skills. Teaching staff reported significant increases in confidence and knowledge in managing children with low-average oral language skills as a result of being involved in the intervention. The findings are discussed in relation to the imperative to provide practical language intervention tools as well as training and support for education staff in order to support children with low-average oral language skills in mainstream schools.
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Pelatti, Christina Yeager, Alison Martino, and Kaitlyn P. Wilson. "Bi-directional communication journals as a method of caregiver support during speech and language intervention: A pilot study." Child Language Teaching and Therapy 36, no. 2 (June 2020): 127–39. http://dx.doi.org/10.1177/0265659020939303.
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The purpose of this study was to determine whether the inclusion of a bi-directional communication journal between caregivers and student clinicians during a five-week summer preschool programme impacted caregivers’ perceptions and had a positive impact on their children’s language development. This study included a mixed methods design. Child participants (mean age = 4 years, 4 months) were assigned to one of four classrooms; two classrooms served as control classrooms ( n = 12 children), and two participated in the journal intervention ( n = 15 children). Quantitative and qualitative data were collected through questionnaires reflecting caregivers’ perceptions of the speech and language environment and their children’s language development at the start and end of the programme. Quantitative results revealed a significant main effect of time regarding caregivers’ perceptions of their child’s language development. Thematic analysis of narrative questionnaire responses revealed three core themes including: improved communication between caregivers and student clinicians, insight about child’s routines, and application in the home environment. Overall, the results of this pilot study offer preliminary support for the use of bi-directional communication journals as a method of supporting preschoolers’ growth in speech and language skills through caregiver involvement.
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Feagans, Lynne V., Kaye Fendt, and Dale C. Farrn. "The Effects of Day Care Intervetion on Teacher's Ratings of the Elementary School Discourse Skills in Disadvantaged Children." International Journal of Behavioral Development 18, no. 2 (June 1995): 243–61. http://dx.doi.org/10.1177/016502549501800204.
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The aim of this study was to assess whether a day care intervention programme for children from impoverished backgrounds could affect teacher's ratings GI their language use in the classroom in early elementary school. 'Ihwr cere 32k experimental children (who had received a day care intervention programme) and 36 control children in the initial study. At school entry, a comparison child from the same classroom was selected for each of the experimental and control children. The children were followed for three years in school. Besides collecting IQ and achievement data, teachers were asked to fill out the Adaptive Language Inventory (ALI) which measured children's use of language in narrative and discourse situations in the classroom. The results indicated that although the comparison group was rated more highly than the experimental and control group, the experimental group was rated more favourably than the control group over all three years on three of the four major scales of the ALI. There was no indication of a decrease in the size of effects by year 3. Regression analyses generally indicated that the ALI was moderately related to verbal IQ and highly related to reading recognition and comprehension concurrently and over three years. The results suggest that an early intervention programme can be effective in changing and maintaining teachers' perceptions of the narrative and discourse skills of children through early elementary school. In addition, the study suggests that these narrative and discourse skills may be important for reading and other verbal abilities.
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Gonzalez Mujico, Flordelis, and David Lasagabaster. "Enhancing L2 Motivation and English Proficiency through Technology." Complutense Journal of English Studies 27 (October 4, 2019): 59–78. http://dx.doi.org/10.5209/cjes.62990.
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Balancing and mastering the linguistic and academic demands of English teaching in higher education can become a difficult hurdle to surpass. Since curricula that integrates technology appears to provide an array of opportunities that promote engagement and language skills, it is worth examining how and whether L2 motivation, self-regulation and learning can be heightened through digital technologies. This paper describes a 6-week intervention programme conducted on 205 international students enrolled on an English for Academic Purposes course at a British university. Based on L2 imagery techniques and ePortfolios, the intervention proved to be of benefit to learner engagement and language acquisition.
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Maluleke, Ntsako P., Katijah Khoza-Shangase, and Amisha Kanji. "Hearing impairment detection and intervention in children from centre-based early intervention programmes." Journal of Child Health Care 23, no. 2 (August 1, 2018): 232–41. http://dx.doi.org/10.1177/1367493518788477.
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The study aimed to describe ages at identification and initiation of early intervention (EI) services for children enrolled in centre-based EI programmes in Gauteng, as well as to describe the nature of EI services that the children received. The researchers conducted retrospective record reviews of the EI programme files. In addition, caregivers of eight children identified with hearing impairments and enrolled in centre-based EI programmes in Gauteng completed a newly constructed questionnaire. The caregiver questionnaire produced data pertaining to the child's family demographics, background information and schooling history. Descriptive statistics were used to analyse the data, using frequency distribution and measures of central tendency. None of the children received newborn hearing screening services, thus they were identified late following maternal suspicion of hearing impairment. Late identification of the hearing impairment resulted in suboptimal initiation of EI services. All the children received aural habilitation and/or speech–language therapy services. These findings indicate that there is a great need for the establishment of widespread early hearing detection and intervention programmes that will lead to earlier identification of infant and childhood hearing impairment and timely initiation of EI services.
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Gruber, Helmut. "The “conversation on Austria”." Journal of Language and Politics 3, no. 2 (August 24, 2004): 267–92. http://dx.doi.org/10.1075/jlp.3.2.07gru.
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In February 2000, the Austrian Christian conservative People’s Party ÖVP and the right wing nationalist Freedom Party (under its notorious leader Jörg Haider) formed a new government in Austria. This political change resulted not only in heavy political protests in Austria, but also caused bilateral sanctions of the other 14 EU member states against the new government. In March 2000, Austria’s public broadcasting company organised a media discussion between representatives of the then government, opposition politicians, representatives of the Austrian civil society and ‘ordinary people’ to establish a ‘national consent’ towards the sanctions. Drawing upon insights from appraisal theory, social semiotics and critical discourse analysis, this paper demonstrates how non-verbal situational aspects as well as discursive features of this program are used by the programme makers to create an overall impression of ‘Austria as a victim’ and how dissenting voices are silenced.
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Van Heerden, Cherié, and Alta Kritzinger. "Parental Perceptions and Practices of Emergent Literacy Development in Young Children with Down Syndrome: The Development of Intervention Guidelines." South African Journal of Communication Disorders 55, no. 1 (December 31, 2008): 37–48. http://dx.doi.org/10.4102/sajcd.v55i1.768.
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Key findings of emergent literacy research conclude that emergent literacy experiences correlate with later reading success and that emergent literacy intervention for children with special needs is essential. As a group with special needs, children with Down syndrome require emergent literacy intervention. They may attain functional literacy skills and their language development determines their reading ability. Speech-language therapists have an important role to play in emergent literacy programme development in South Africa. As a first step towards programme development and emergent literacy intervention goal selection, the aim of this study was to determine the applicability of a self-administered questionnaire to describe parental perceptions and practices regarding the emergent literacy development of their young children with Down syndrome. A quantitative research approach was used within a cross-sectional descriptive survey. Fifteen literate parents, with preschool children with Down syndrome aged between two and five years were selected as participants. Data were collected via email and/or facsimile. The results showed that all participants valued emergent literacy development. They appeared to have knowledge about book-reading but not about the broad spectrum of emergent literacy experiences to which they might expose their children. Participants were actively promoting emergent literacy development of their children, but they had certain needs that could potentially be addressed by speech-language therapists working in early communication intervention. The questionnaire proved to be applicable, but changes are required for application with illiterate parents and those with low literacy skills. Based on the results a framework with guidelines for emergent literacy goal selection is provided.
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Harrington, Deirdre M., Emer M. Brady, Susann Weihrauch-Bluher, Charlotte L. Edwardson, Laura J. Gray, Michelle Hadjiconstantinou, Janet Jarvis, et al. "Development of an Interactive Lifestyle Programme for Adolescents at Risk of Developing Type 2 Diabetes: PRE-STARt." Children 8, no. 2 (January 21, 2021): 69. http://dx.doi.org/10.3390/children8020069.
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Background: Type 2 diabetes (T2D) is increasing in young people. Reporting on the processes used when developing prevention interventions is needed. We present the development of a family-based interactive lifestyle intervention for adolescents with risk factors for T2D in the future. Method: A multidisciplinary team in the UK site led the intervention development process with sites in Portugal, Greece, Germany and Spain. Potential programme topics and underpinning theory were gathered from literature and stakeholders. A theoretical framework based on self-efficacy theory and the COM-B (capability, opportunity, motivation, behaviour) model was developed. Sessions and supporting resources were developed and refined via two iterative cycles of session and resource piloting, feedback, reflection and refinement. Decision on delivery and content were made by stakeholders (young people, teachers, parents, paediatricians) and all sites. Materials were translated to local languages. Site-specific adaptations to the language, content and supporting resources were made. Results: The “PRE-STARt” programme is eight 90-min interactive sessions with supporting curriculum and resources. Iterative development work provided valuable feedback on programme content and delivery. Conclusion: Reporting on the intervention development process, which includes stakeholder input, could yield a flexible approach for use in this emerging ‘at risk’ groups and their families.
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Lim, Lyndon, and Wenjin Vikki Bo. "Evaluating the efficacy of English proficiency on initial semestral results for higher education L1 English speakers in a multilingual context." Higher Education Evaluation and Development 15, no. 2 (March 23, 2021): 82–97. http://dx.doi.org/10.1108/heed-01-2021-0002.
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PurposeThe purpose of this paper is to evaluate an English Proficiency (EP) programme and its efficacy with respect to students' academic performance in a university within a multi-lingual context, as the programme had been in effect for some years.Design/methodology/approachA quasi-experimental approach was used to study the efficacy of an EP programme in a university within a multilingual context. Data across two academic years were used, along with regression discontinuity design.FindingsResults suggest that the EP programme had a significant and positive intervention effect on students' initial semester grade point average. The programme effect size was found to be medium to large.Research limitations/implicationsIt might be useful to extend the study for one more year for more concrete conclusions. As the study was anchored upon the structure of the 2016 EP programme, any major curricular/structural change to the programme warrants another study.Practical implicationsThis study demonstrated that the implementation of EP programmes in higher education institutions is essential not only for international students who are foreign language speakers of English but also for domestic students in English-speaking countries, especially for bi/multilingual speakers.Originality/valuePrevious studies related to the efficacy of EP within higher education have focused on international students who speak English as an additional/foreign language. Further, most studies have focussed on students' self-reported experiences and have yielded disparate findings. This study contributes to scholarship as it addresses the under-researched area related to domestic students who speak English as the first language in a bi/multi-lingual context.
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Staden, Annalene van, and Nicole Purcell. "Multi-Sensory Learning Strategies to Support Spelling Development: a Case Study of Second-Language Learners with Auditory Processing Difficulties." International Journal on Language, Literature and Culture in Education 3, no. 1 (June 1, 2016): 40–61. http://dx.doi.org/10.1515/llce-2016-0003.
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Abstract Research confirms the multifaceted nature of spelling development and emphasizes the importance of both cognitive and linguistic skills (such as working and long-term memory, phonological processing, rapid automatized naming, orthographic awareness, mental orthographic images, semantic knowledge and morphological awareness) that affect spelling development. This has clear implications for many second-language spellers (L2) with auditory processing difficulties because writing systems are graphic representations of spoken language, and literacy development involves learning the association between the printed and oral forms of language (also known as phonological awareness and processing). In the present investigation, the researchers sampled second-language spellers (n = 22) with significant auditory processing delays and implemented an intervention programme that utilized visual and tactile coding strategies as part of the multi-sensory intervention therapy programme (for a period of six months). Post-test results were very promising and showed that L2 English-language spellers significantly improved in both short-term memory processing, phonological awareness and spelling performances. Considering this investigation’s contribution to effectively supporting the spelling development of children with auditory processing delays, the researchers are confident that it will expand and improve existing theoretical accounts of literacy (and spelling) acquisition in the field of psycholinguistics, whilst also facilitating the academic success of the growing L2 learner population in South Africa (and internationally).
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Snell, Julia. "Schema theory and the humour of Little Britain." English Today 22, no. 1 (January 2006): 59–64. http://dx.doi.org/10.1017/s0266078406001118.
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LITTLE BRITAIN is a television comedy show in the UK. Recurring characters appear in its episodes enacting situations that can be said to satirize British society. It was first aired by the BBC in February 2003. Little Britain has quickly amassed a loyal following and has grown significantly in popularity. It has won a number of prestigious comedy awards including ‘Best Comedy Performance’ and ‘Comedy Programme or Series Award’ at the BAFTAs (British Academy of Film and Television Arts awards, 2005). The humour in Little Britain has therefore been successful. Moreover, it is not based purely on visual comedy, being originally launched on BBC Radio 4 then transferred to television. Its humour originates in the language used. Schema theory, a useful tool for analysing much situational comedy, can shed light on the construction and interpretation of humour in Little Britain
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Nnamani, Amuche, Josephine Akabogu, Mkpoikanke Sunday Otu, Evelyn Ukoha, Annah C. Uloh-Bethels, Jacinta Chinwe Omile, Maureen Nnenna Obiezu, Anastasia E. Dike, Chioma Vivian Ike, and Olayinka M. Iyekekpolor. "Cognitive behaviour language therapy for speech anxiety among stuttering school adolescents." Journal of International Medical Research 47, no. 7 (June 3, 2019): 3109–14. http://dx.doi.org/10.1177/0300060519853387.
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Objective To determine the effectiveness of a cognitive behaviour language therapy (CBLT) programme to reduce speech anxiety among stuttering school adolescents. Methods This was a group randomized clinical trial that enrolled stuttering school adolescents who had severe speech anxiety. The participants were randomized to either the treatment group or the control group. The Speech Anxiety Thoughts Inventory (SATI) score was recorded before and after a 12-week CBLT programme was delivered in 24 group sessions to the treatment group. The control group did not receive any therapy. Results A total of 92 stuttering school adolescents who met the inclusion criteria were randomized to the treatment group ( n = 46; 22 males, 24 females; mean ± SD age, 16.36 ± 2.20 years) or the control group ( n = 46; 28 males, 18 females; mean ± SD age, 15.45 ± 2.10 years). Results showed that the CBLT intervention significantly reduced speech anxiety among stuttering school adolescents compared with the control group (post-test SATI assessment, mean ± SD 26.52 ± 1.67 versus 89.92 ± 3.17, respectively). Conclusion These findings suggest that speech educators and therapists in educational institutions and hospitals should follow the principles of CBLT when treating speech anxiety.
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Franco, Clemente, Israel Mañas, Adolfo J. Cangas, Emilio Moreno, and José Gallego. "Reducing Teachers' Psychological Distress through a Mindfulness Training Program." Spanish journal of psychology 13, no. 2 (November 2010): 655–66. http://dx.doi.org/10.1017/s1138741600002328.
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Teachers constitute one of the professional collectives most affected by psychological problems. The purpose of this quasi-experimental study is to examine the efficacy of a mindfulness training programme to reduce psychological distress in a group of teachers. The sample comprised 68 teachers of Secondary School Education, from various public schools; half of them formed the experimental group, and the another half the control group. The levels of psychological distress were measured, in both groups, by the Symptom Checklist-90-R (SCL-90-R) before and after the application of the programme. Statistical analysis shows the significant reduction of three general measures of psychological distress (Global Severity Index, Positive Symptom Distress Index, and Positive Symptom Total), as well in all its dimensions (somatization, obsessive-compulsive, interpersonal sensibility, depression, anxiety, hostility, phobic anxiety, paranoid ideation, and psychoticism), in the experimental group compared with the control group. Follow-up measures show that these results were maintained for four months after termination of the intervention in the experimental group.
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John, Dexter Sigan. "Strategies to Minimise Students’ Weaknesses in Discussion Essay." Journal of Cognitive Sciences and Human Development 7, no. 1 (March 25, 2021): 106–14. http://dx.doi.org/10.33736/jcshd.3049.2021.
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Discussion essay plays a crucial role in academic writing. It has been proven to enhance students' analytical and critical thinking skills effectively. However, students often struggle to compose a good writing due to their inability to use the language features. In that regard, this study aims to identify students’ weaknesses in the discussion essay and the changes seen after the intervention. The study used a purposive sample of 10 first-year students from the Computational Science Programme in Universiti Malaysia Sarawak (UNIMAS) who took Academic English 2 as an elective course. The study adapted the four stages of action research proposed by Mertler and Charles (2005). It administered a pre-test, post-test and an observation on the students. The findings indicate a significant decrease in the frequency of errors in the language features, namely verb, persuasive language and technical terms, after the two-month intervention. Students also exhibited positive learning behaviour throughout the intervention by participating actively in the learning activities.
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Johnson, Cynthia J. "Expanding Norms for Narration." Language, Speech, and Hearing Services in Schools 26, no. 4 (October 1995): 326–41. http://dx.doi.org/10.1044/0161-1461.2604.326.
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Narrative development in school-age children and adolescents is important to speech-language pathologists providing language intervention. At this time, information on later narrative development and growth in particular dimensions of narration is only partially available. The purpose of the present article is to pave the way for the collection of a comprehensive set of norms for later narrative development. The article first considers the purposes and uses for norms in narration. Next, for practical consideration, it reviews information that currently exists for later narrative development, including published literature and diagnostic tests. Proceeding further, the article explores factors that make the expansion of current norms problematic, such as substantial ranges in storytelling ability at particular ages, situational variations, and the diversity of narrative genres. it concludes by suggesting factors to consider in future investigations undertaken in pursuit of an ideal set of norms.
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O'Toole, Ciara, Rena Lyons, and Catherine Houghton. "A Qualitative Evidence Synthesis of Parental Experiences and Perceptions of Parent–Child Interaction Therapy for Preschool Children With Communication Difficulties." Journal of Speech, Language, and Hearing Research 64, no. 8 (August 9, 2021): 3159–85. http://dx.doi.org/10.1044/2021_jslhr-20-00732.
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Purpose Parent–child interaction therapy refers to a number of interventions mediated by trained parents to treat developmental difficulties, including speech, language, and communication. Understanding the experiences of parents who take part in parent–child interaction therapy is a key aspect of determining how this intervention can be implemented successfully. However, to date, there has been limited work on synthesizing parental views of this intervention. Method We used qualitative evidence synthesis that involved searching the literature for qualitative studies addressing the experiences and perceptions of parent–child interaction therapy for parents of preschool children with communication difficulties. We identified 27 studies (from 32 publications) and synthesized the data using thematic synthesis. We appraised the quality of included studies using Critical Appraisal Skills Programme (CASP) and assessed our confidence in the review findings using GRADE Confidence in the Evidence from Reviews of Qualitative research (CERQual). Results At the beginning of this intervention, parents may have competing demands and varied expectations about the intervention. Their engagement is facilitated when the intervention is tailored to their individual family, their preferences for learning, and when they have a trusting relationship with the clinician. At the end of the intervention, although most parents perceive an improvement in their child's communication and feel empowered to facilitate this, they have concerns about their child's future needs. Conclusions It is important that clinicians explore parents' readiness for this intervention by discussing their needs and preferences openly, and that they facilitate their engagement through a supportive relationship. They also need to consider how parents will transition out of the intervention and continue to support their child's language development. Supplemental Material https://doi.org/10.23641/asha.14978454
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Adams, Catherine, Jacqueline Gaile, Elaine Lockton, and Jenny Freed. "Integrating Language, Pragmatics, and Social Intervention in a Single-Subject Case Study of a Child With a Developmental Social Communication Disorder." Language, Speech, and Hearing Services in Schools 46, no. 4 (October 2015): 294–311. http://dx.doi.org/10.1044/2015_lshss-14-0084.
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Purpose This clinical focus article presents an illustration of a complex communication intervention, the Social Communication Intervention Programme (SCIP), as delivered to a child who has a social communication disorder (SCD). The SCIP intervention combined language processing and pragmatic and social understanding therapies in a program of individualized therapy activities and in close liaison with families. Method The study used an enhanced AB single-subject design in which an 8-year-old child with an SCD participated in 20 therapy sessions with a specialist speech-language pathologist. A procedure of matching assessment findings to intervention choices was followed to construct an individualized treatment program. Examples of intervention content and the embedded structure of SCIP are illustrated. Observational and formal measurements of receptive and expressive language, conversation, and parent–teacher ratings of social communication were completed before therapy, after therapy, and at a 6-month follow-up session. Results Outcomes revealed change in total and receptive language scores but not in expressive language. Conversation showed marked improvement in responsiveness, appreciation of listener knowledge, turn taking, and adaptation of discourse style. Teacher-reported outcomes included improved classroom behavior and enhanced literacy skills. Parent-reported outcomes included improved verbal interactions with family members and personal narratives. Conclusions This clinical focus article demonstrates the complexity of needs in a child with an SCD and how these can be addressed in individualized intervention. Findings are discussed in relation to the essential nature of language support including pragmatic therapy for children with SCDs. Discussion of the role of formal and functional outcome measurement as well as the proximity of chosen outcomes to the intervention is included.
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Crocker, Angela Diane. "No Silver Bullet For Poor Legal Writing Skills - Hard Lessons From the Front Lines in the Battle Against Academic Disadvantage in a South African Law School." Potchefstroom Electronic Law Journal 21 (February 2, 2018): 1–27. http://dx.doi.org/10.17159/1727-3781/2018/v21i0a1368.
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Many first-year students in the School of Law at the University of KwaZulu-Natal, Howard College, who have been disadvantaged by a poor primary and secondary education, exhibit poor legal writing skills. Over a period of four years, in order to address this urgent need for legal writing instruction, the School of Law introduced two successive legal writing interventions. The first intervention was the Concise Writing Programme, followed by the Integrated Skills in Context Programme. The Concise Writing Programme focused on English writing skills and grammar, in the hope that first-year law students would be able to transfer these generic writing skills to the more specific legal discourse within which they were learning to operate. The Law School reviewed the success of this initial programme and found that students who took part in the programme not only lacked the motivation to learn generic English writing skills, but that they also did not find it easy to transfer these skills to the more specific legal writing environment. The Law School then implemented a second legal writing intervention – The Integrated Skills in Context Programme. This programme acknowledged the fact that legal writing has a multi-faceted nature, encompassing legal analysis and application, as well as logical sequencing and argument, all of which could not be taught in a vacuum, particularly when most of the student base was largely unfamiliar with any form of legal discourse and many had English as a second language. This paper recognises that there is no silver bullet to improving the legal writing skills of these students. The reality is that it will take hard work as well as financial incentives to make a difference to these students’ legal writing skills. Our students need intensive one-on-one attention by qualified academics, and this means that those doing the fighting must be recognised and adequately compensated.
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Fourie, Elsa. "The impact of school principals on implementing effective teaching and learning practices." International Journal of Educational Management 32, no. 6 (August 13, 2018): 1056–69. http://dx.doi.org/10.1108/ijem-08-2017-0197.
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PurposeThe purpose of this paper is to identify limitations in managing the implementation of effective teaching and learning in township ECD centres.Design/methodology/approachThis research was grounded in a community-based participatory research approach. A qualitative research design was utilised because phenomena could be studied in terms of the meanings of people. Elements of grounded theory, situational analysis and community-based participatory research were blended. The qualitative research design involved semi-structured face-to-face interviews with teachers in township ECD centres.FindingsThe findings from this research made it evident that principals of ECD centres were often absent; had not been trained to manage an ECD centre; had limited skills to manage finances; did not communicate with parents or teachers; and did not motivate teachers to achieve goals or to improve their qualifications.Practical implicationsChallenges that could impede the effective implementation of an intervention programme should be identified and addressed. Principals of ECD centres should be empowered to manage their centres effectively. A training programme aimed at empowering principals of ECD centres has been developed and will be implemented after consultation with the gatekeeper and principals of the ECD centres.Originality/valueThe findings of this research could be used by principals and researchers to reflect on management practices in ECD centres. A challenge for principals is to acknowledge the principles of effective management and to close the gap between current practices and effective management practices. Interventions from academics are essential to enhance the quality of teaching and learning in ECD centres.
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Kruythoff‐Broekman, Astrid, Carin Wiefferink, Carolien Rieffe, and Noëlle Uilenburg. "Parent‐implemented early language intervention programme for late talkers: parental communicative behaviour change and child language outcomes at 3 and 4 years of age." International Journal of Language & Communication Disorders 54, no. 3 (January 24, 2019): 451–64. http://dx.doi.org/10.1111/1460-6984.12451.
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